Accession Number : AD0427546


Title :   COMPLEXITY OF TYPOGRAPHICAL CUEING IN PROGRAMED AND CONVENTIONAL TEXTS,


Corporate Author : AMERICAN INSTITUTES FOR RESEARCH IN THE BEHAVIORAL SCIENCES PALO ALTO CALIF


Personal Author(s) : Hershberger,Wayne A ; Terry,Donald F


Report Date : Dec 1963


Pagination or Media Count : 31


Abstract : The purpose of the present study was to examine further the findings of a previous study reported by Hershberger, 1963b. Adding self-evaluational test items to the lessons significantly increased learning for both the cued and noncued versions of the texts. The three specific hypotheses tested in the present study were: (1) Complex typographical cueing, distinguishing five categories of lesson content, demands the flexibility of reading style characteristic of only the able reader. (2) Detailed reading instructions are necessary if even the able reader is to utilize properly complex typographical cueing. (3) A simple cueing scheme distinguishing two categories of lesson content will be more effective than (a) no cueing, or (b) a complex cueing scheme distinguishing five content categories. The effects of reading ability, reading instructions, and cueing complexity were assessed using both conventional and programed texts. (Author)


Descriptors :   *PRINTING , COMPUTER PROGRAMMING , TEXTBOOKS , READING , TIME , STATISTICAL ANALYSIS , TEACHING MACHINES


Distribution Statement : APPROVED FOR PUBLIC RELEASE